Republic of the Philippines

Department of Education
Region III – Central Luzon
APALIT HIGH SCHOOL
Sulipan, Apalit, Pampanga

SEMI – DETAILED LESSON PLAN IN

UNDERSTANDING CULTURE, SOCIETY, AND POLITICS
SY 2019 – 2020

Date: August 23, 2019

I. CONTENT STANDARD
The learners demonstrate an understanding of cultural, social, and political institutions as
sets of norms and patterns of behavior that relate to major social interests.

II. PERFORMANCE STANDARD

The learners shall be able to analyze aspects of social organization.

III. OBJECTIVES
At the end of the lesson, the students should be able to:
1. identify groups within society and their functions.
2. differentiate primary groups from secondary groups.
3. analyze in-groups and out-groups as forms of reference groups.

IV. SUBJECT MATTER

Title: Social Groups
Reference: Understanding Culture, Society, and Politics by Antonio P. Contreras et. al
pages 152 - 159
Materials: Chalk, chalkboard, Powerpoint Presentation

V. PROCEDURE
 Learning Activities
A. Daily Routine
a. Prayer
b. Greetings
Greet the students then ask them to seat properly.
c. Checking of attendance

B. Presentation of objectives

C. Teaching procedures
a. Prelection
Motivation
The teacher facilitates the game “The Boat was Sinking” and will be play
by the students.

b. Lesson Proper
From the game, the teacher relates the now topic, social group. Before the
teacher defines social group, he writes on the board the two phrases, social aggregates and social
categories. Social aggregates – a simple collection of people who happened to be together in a
place but do not significantly interact or identify one another. Social categories – people who
share a common characteristic (such as gender or occupation) but do not necessarily interact or
identify with one another.
 But when the relationship starts to go beyond mere “co-presence” or mere “co-
category”, a group starts to emerge. Social groups can be formed from social aggregates and
social categories. Social group is a collection of people who regularly interact with one another
based on shared expectations concerning behavior and who share a sense of common identity.
The teacher give the three standards of social group and define each. In
summary:

Group Basic Features (in terms of Examples

level of intimacy, duration and
reason for interaction)

Primary Small; characterized by long- Family, childhood friends

lasting intimate relationships
which binds the members
together more than the goal.

Secondary Can be large or small; Committee, project group

common interests bind the
members together more than
their relationship

Reference groups as Identity groups

Group Basic Features (in terms of Examples
feeling of belongingness)
Reference Group In-group: social groups to Fraternity
which an individual feels he or
she belongs. One feels loyalty
and respect for these groups.
Out-group: social groups that Sports team opponent
an individual does not identify
with. One feels antagonism
and contempt for these groups.

c. Higher-Order Thinking Skills

“What are the reasons why you can call a person kabarkada or ka-tropa?”

d. Integration
1. Across Discipline
Integrate the lesson in the subject of Mathematics.
2. Valuing and Reflection
“No man is an island.”

Prepared by:

JONATHAN G. OLEGARIO
Teacher II

Checked by:

LORETA D. INTAL
Master Teacher II

Noted by:
NORMAN C. GONZALES, Ed. D.
Principal I